2.7.4: Multimodal Assignments
- Page ID
- 211486
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Review the differing tenets of Africana Womanism, Womanism, and Black Feminist Thought. Have students create a Venn-diagram or map of the differences and similarities within the differing theories of thoughts. When students have a firm grasp of the differences and similarities, guide students to read literature written by Black women and identify how the women’s literature aligns with any of the tenets of each school of thought. How does the author/poet practice the theory? How does the work and its characters illustrate the theories? Students can choose to work with one particular theory and align it with one author, or can work with more than one theory or more than one author with one theory. (It is best for students to not do more than one theory and more than one author/poet.)
- Poetry and fiction align well with this prompt.
- Poets of note: Lucille Clifton, Gwendolyn Brooks, Nikki Giovanni, June Jordan, Natasha Trethwey, Sonia Sanchez, Maya Angelou, Alice Walker, Audre Lorde, Morgan Parker, Adrienne Maree Brown, Alexis Pauline Gumbs.
- Authors of note: Maya Angelou, Toni Morrison, Jamaica Kincaid, Zora Neale Hurston, Alice Walker, Octavia Butler, Tayari Jones, Adrienne Maree Brown.
- Assign one of the following novels and analyze it from Africana Womanist theory:
- Their Eyes Were Watching God, Zora Neale Hurston.
- Sula, Toni Morrison.
- The Bluest Eye, Toni Morrison.
- The Women of Brewster Place, Gloria Naylor.
- The Salt Eaters, Toni Cade Bambara.
- Wildseed, Octavia Butler.
- Parable of the Sower, Octavia Butler
- Identify a Black woman who has lived through one of the historic eras outlined in this chapter. Interview and record her oral history. Identify ways her story provides a counternarrative to the dominant culture’s history. How did her life illustrate tenets from either of the theories described in this chapter?
- If you do not have access to someone in your life, review the Slave narratives archived in the Library of Congress. Use one of the narratives to identify and tell a counternarrative. How did the woman’s story illustrate any of the tenets from any of the theories described in this chapter?
- Assign the poem “Won’t You Celebrate With Me,” by Lucille Clifton. How does the poem support the tenets of Black Feminism/Womanism/Africana Womanism? After analyzing the poem, write a poem in celebration of Black women. This poem can be modeled or scaffolded off Clifton’s or can be the student poet’s own creation.
- Variation: paint, sculpt, draw, film, or create another interruptive art piece that responds to Clifton’s poem and celebrates the enduring strength of Black women.
- Identify an area of social concern impacting Black women and research its problems, causes, and some likely solutions or ways to bring awareness to the issue. Create a social media, art installation, play, or campus drive/activity that brings light to the issue but does so from an everyday position that is accessible for many.
- Consider acts of healing, nurturing, and space-sharing. Some ideas could be sharing a meal and discussing the issue, creating everyday art (quilt, embroidery, knitting, etc.) that engages with and shines light on the issue, holding a round-table discussion with others in your community, building a small community garden that grows organic food in a food desert, or using photography or film to bring awareness to a relevant issue.
- The focus of this activity should be centering on the everyday and creating/participating in activities that will make the lived experiences of those who suffer daily oppressions better.
- Identify a Womanist/Black Feminist artist, creator, activist, poet, or author and film a documentary or record a podcast that provides her with an opportunity to share her craft/work. Use this platform to highlight the social struggles her work engages and subverts.
- Variation: If you access and/or ability to film a documentary or record a podcast is not available, complete the task highlighting the creative and create a video/audio essay or similar creative piece.